Policy for Order and Behaviour

Manager: Julia Sandiford-Mitchell (head teacher)                                                                         

Reviewed: November 2021

Approved by Governors:  June 2022

Next Review: November 2024

 

TO BE READ IN CONJUNCTION WITH THESE POLICIES

Keeping Children Safe in Education

Safer Working Practise

No Fight Agreement

Home-school Agreement

Anti-bullying

Equality Statement

Single Equality and Community Cohesion

PRINCIPLES

Everyone associated with school is rightly proud of the high standards of behaviour achieved by Shawclough's children. The comments of the many visitors to the school and those who meet the children out of school are invariably about the high standards of behaviour and the excellent attitude of the children. This was also observed by OFSTED

 ‘The school provides outstanding care, guidance and support for pupils’ welfare and well-being.  As a result, pupils are exceptionally proud of the school and behave impeccably towards each other and the adults working with them.’

 

We believe this high standard is the result of the ethos of the school, which is based on trust, love, and respect. Undoubtedly, it is the relationships between the children and the adults in the school that make the difference as a result the children know they are loved and cared for.  We seek to develop and maintain the highest standards of order and behaviour but primarily the aim is for high quality self-discipline in the school.

 

"Good discipline is a partnership between teacher, parent and child. Children should be aware of the consequences of their actions and that what they do and don't do has affects upon others. It is the role of the teacher to provide a warm supportive task orientated learning environment." The Elton Report.

 

We believe that good behaviour stems from positive self-image and high self-esteem. This can be achieved by expecting, promoting and striving for a respectful, caring community, which helps to develop children who want to get along with one another.

The overarching principles are:

• To promote good behaviour and encourage achievement.
• To support pupils in learning self-discipline.
• To reduce levels of anxiety that imped learning or effective choice- making
• To enable effective teaching and learning.
• To create a safe and secure environment for pupils and staff.
• To teach pupils to understand, accept and tolerate differences in individuals.

 

We expect

• High standards of behaviour which is consistently applied and modelled  by all adults in school
• Children to know, understand and apply those behaviours that are desirable and praiseworthy and to know, understand and resist those behaviours and attitudes which are hurtful, offensive or unacceptable
• That acceptable positive behaviours and choices will be reinforced with praise and an agreed system of rewards
• That unacceptable behaviour or choices will be met with a system of agreed and consistently applied pattern of sanctions
• To provide a system of mutual support for all staff in school, especially with behaviour issues that have an impact beyond the classroom.

 

 

 

THE AIMS OF THE POLICY

• To identify the procedures related to the development of good order and behaviour in the school.
• To ensure a consistent, age appropriate, approach throughout school.
• To outline the way the school will manage the pupils’ behaviour effectively.
• To help promote mutual respect amongst all those who are part of school.
• To outline the facets of school life which contribute to the development of self-discipline.
• To explain systems used to support individual’s behaviour.

 

HOME SCHOOL AGREEMENTS

The Home-School Agreement sets out what we will do together to ensure that each child thrives at Shawclough Primary School. It outlines school responsibilities and those of the child and the parent/carer. It is sent out at the start of the school year; the parent and child sign it and return it to school where it is signed by the head. It is then copied and the original is returned to the parent and the copy is put in the child’s educational record.

 

RIGHTS RESPECTING SCHOOLS

Much of our behaviour policy is based on UNICEF’s Rights of the Child. All members of the school community have a right to work in a calm, supportive and purposeful atmosphere and their conduct should respect these rights.

 

In accordance with the UNICEF International Rights of the Child the cornerstone of our approach to behaviour management is summarised in THE THREE RIGHTS

1. the right to learn
2. the right to safety
3. the right to fair treatment

These rights are discussed with the children at the start of each year and the children agree that they are fair, and we agree how the rights will be respected in class and around school.  The points that we intend to make are as follow.

 

The right to learn

• everyone has the right to learn
• it’s so important there’s a law that says children must come to school
• no one has the right to stop you learning
• you must do all you can to make sure that you learn
• you don’t have the right to stop other people from learning
• along with the right to learn comes the teachers right to teach
• no one has the right to stop the teacher from teaching
• you choose your actions and there are consequences to them (positive and negative)

 

The right to safety

• your possessions, your body and your feelings
• no one has the right to hurt your body or your feelings
• no one has the right to damage or steal your property
• you have the responsibility to ensure that you  keep yourself and your possessions safe in school by being a responsible citizen
• you have the responsibility of ensuring that you keep the people around you and their possessions safe
• you do not steal, hurt someone’s feelings or attack their body
• actions have consequences
• actions are based on choices
•  

The right to fair treatment

• if you have something to say someone will listen to you
• treat each other as we wish to be treated
• international rights of the child
• citizenship
• reasoned, thoughtful, considerate behaviour
• think through choices and consequences before you act

 

 

From this discussion the class generates a class charter or code of things that they feel is important to them and how they are going to respect them. They are phrased positively, to encourage the behaviours and actions that are acceptable.  Rights agreements are drawn up in a similar way for other areas of school- the dining hall, assembly.  They are all phrased as rights and how we agree to respect them.

This code of rights is displayed prominently in the classroom and referred to regularly to reinforce good behaviour.

 

WORKING WITH PARENTS

Working in partnership with parents will enable us to devise joint solutions to concerns each individual circumstance will be different and will therefore be handled differently according to the needs of the individual.

 

IN THE CLASSROOM

Our school has a calm welcoming atmosphere, and this is continued in the classrooms and other learning areas. If you were to walk into any classroom you would see

• children on task
• speaking in an appropriate manner and volume for the task
• moving about the room in an orderly manner when necessary
• resources where children can get them and use
• work set with appropriate challenge and support
• interesting activities which reflect the school’s commitment to practical active learning
• adults and children speaking and listening to each other in a respectful way
• an orderly classroom where equipment is well looked after
• children playing an important part in the tidying  and organisation of their classroom
• aimless wandering is not tolerated

We emphasise and reward all positive behaviours verbally and none verbally, with praise and through the agreed reward systems. These are detailed below. We aim to raise the self-esteem and image of children as individuals and as part of a group.

 

We expect children to

• follow/ respect  the class rights, the codes for other areas and the UNCRC rights
• look after books and equipment and each other
• visit toilets alone
• to be in the classroom on task at all times unless they have permission to be elsewhere
• make reflective choices and to learn from their behaviours

 

 

 

THE REWARDS EDUCATION STAFF CAN USE

The most important reward that the school can offer the children is to show that individually they are loved and valued. Rewards can be very powerful tools for education staff to use. These include:

• Caring verbal contact, verbal praise, and written remarks about good work, stickers, Dojos, Diddi Dots and badges as well as sending children to the Phase Leader or the Head/Deputies for praise.
• Phase based reward systems by which children can work as part of the Phase team to earn rewards.
• Notes home/ class toys sent home to share good news with parents

• Special commendations can be given to children in recognition of outstanding work, behaviour, co-operation, support of others, etc. including sending the children to the Headteacher for special recognition.
• Phase Two, Three and Four reward children’s extra efforts with badges.  These badges are linked with demonstrating one or more of our Driver attributes.

 

SANCTIONS USED IN SCHOOL

In most cases a quiet word with a child resolves a problem. However, further sanctions are sometimes needed these can be particularly effective if they are seen by the peer group and the offender to match the offence.   They need to be clear to all the children as well as implemented consistently. It is effective within the classroom and school-wide if sanctions are discussed in terms of the class codes and the principles of Rights and Responsibilities.

 

Sanctions used:

• Time out children are removed from the activity to a designated area within the classroom.
• Referring the child to the Unit Leader to discuss the poor choices being made and the consequences.
• Loss of privileges, which may include loss of a playtime.
• Referring to head teacher discuss the situation if a child is sent to the head teacher on more than three occasions parents will be contacted and invited into school to discuss concerns.
• At lunchtimes, Lunchtime Supervisors have a red folder where low level incidents are recorded with the resolution.  Three incidents recorded by the same child are reported to the Headteacher. Higher level incidents are immediately sent to the Headteacher.

 

LEARNING MENTOR AND THE THINC ROOM (THERAPEUTIC INCLUSION)

The Learning Mentor has many roles in school. One of which is supporting children with a wide range of issues, some of which, are related to their behaviour. Our learning mentor is available to advise staff when dealing with particular behaviour. She also plans and implements support programmes using THINC principles. She also regularly supports parents and families.  She devises for, specific children, behaviour contracts with smart targets, which can be evaluated. 

 

SCHOOL COUNSELLOR

We have a Counsellor who works in school for half a day each week supporting children who are experiencing emotional challenges.  Referrals to the Counsellor are made via the Head Teacher or Learning Mentor.

 

CHALLENGING MISBEHAVIOURS

Acts of violence, bullying, racist, sexist abuse and behaviour which puts the safety of others at risk will not be tolerated. In these occasions parents will be contacted immediately by phone or letter, and possibly dealt with by a fixed term or permanent exclusion.

 

 

Any sort of physical violence against another person. (See No Fighting Contract below)	This must be immediately reported to the Headteacher or Deputies.
Racist behaviour	Report immediately to the Headteacher or Deputies.
Gender based abusive behaviour	Report immediately to the Headteacher or Deputies.
The use of foul or abusive language, including homophobic language	Report immediately to the Headteacher or Deputies.